Web-based Educational Module Research Articles

MHealth-Based Diabetes Prevention Program for Chinese Mothers With Abdominal Obesity: Randomized Controlled Trial.

Among people with abdominal obesity, women are more likely to develop diabetes than men. Mobile health (mHealth)-based technologies provide the flexibility and resource-saving opportunities to improve lifestyles in an individualized way. However, mHealth-based diabetes prevention programs tailored for busy mothers with abdominal obesity have not been reported yet. The aim of this study is to evaluate the feasibility and acceptability of an mHealth-based diabetes prevention program and its preliminary efficacy in reducing weight-related variables, behavioral variables, psychological variables, and diabetes risk among Chinese mothers with abdominal obesity over 6 months. A randomized controlled trial was conducted at health management centers in 2 tertiary hospitals in Changsha, China. The mHealth group (n=40) received 12 weekly web-based lifestyle modification modules for diabetes prevention, 6 biweekly individualized health education messages based on their goal settings, and a Fitbit tracker. The control group (n=40) received 12 weekly web-based general health education modules, 6 biweekly general health education messages, and a Fitbit tracker. Data were collected at baseline, 3 months, and 6 months on the feasibility and acceptability outcomes, weight-related variables (waist circumference and BMI), diabetes risk scores, glycemic levels, behavioral variables (daily step count, active minutes, fruit and vegetable intake, calorie consumption, and sleep duration), and psychological variables (self-efficacy and social support for physical activity and diet, perceived stress, and quality of life). Generalized estimating equations were used for data analysis. Approximately 85% (68/80) of the participants completed 6 months of follow-up assessments. Regarding the feasibility and acceptance of the program in the mHealth group, the average number of modules reviewed was 7.9 out of 12, and the satisfaction score was 4.37 out of 5. Significant improvements at 6 months between the intervention and control groups were found in waist circumference (β=-2.24, 95% CI -4.12 to -0.36; P=.02), modifiable diabetes risk scores (β=-2.5, 95% CI -4.57 to -0.44; P=.02), daily steps (β=1.67, 95% CI 0.06-3.29; P=.04), self-efficacy for physical activity (β=1.93, 95% CI 0.44-3.43; P=.01), social support for physical activity (β=2.27, 95% CI 0.80-3.74; P=.002), and physical health satisfaction (β=0.82, 95% CI 0.08-1.55; P=.03). No differences were found in BMI, total diabetes risk score, daily active minutes, daily intake of fruits and vegetables, sleep duration, daily calorie consumption, self-efficacy, and social support for diet (P>.05). This study addresses the potential role of tailored lifestyle interventions based on mHealth technology by offering tailored web-based health modules and health information in managing diabetes risk among mothers with abdominal obesity. The mHealth diabetes prevention program provides a flexible, customized, and resource-saving model for busy mothers. Future research could further explore the efficacy improvement on dietary behaviors to better serve the health care needs of this population. Chinese Clinical Trial Registry ChiCTR2400090554; https://www.chictr.org.cn/showproj.html?proj=226411.

EDUCATION ON COMMUNICATION WHILE WEARING FACEMASKS USEFUL DESPITE THE END OF COVID-19 EMERGENCY

Abstract Communication with nursing home residents by formal caregivers is complicated with the use of facemasks. Yet facemask use is necessary to limit the spread of disease during surges of communicable respiratory illnesses. The purpose of this study was to develop and pilot test a web-based educational module to promote successful communication with nursing home residents while wearing facemasks. To create CHATO-PPE, we completed a scoping review of 39 articles and interviewed 19 formal caregivers, nursing residents, and family members from four states on best practices for communication with facemasks. We integrated these results to create a 30-minute web-based module. The module includes three videos we produced with a scenario that begins as an undesirable care encounter and with our education improves with practical communication tips and then becomes a successful care encounter with the integration of person-centered communication. To evaluate our module, we recruited a convenience sample of 26 formal caregivers in nursing homes. Confidence in dementia care measured by the CODE scale increased significantly from before to after the modules (p=.009). Greater than 90% of participants agreed that they would recommend the course to others, use the training in their job, and were satisfied overall. In post-education interviews, learners stated that mask use is still prevalent in nursing homes during surges of respiratory illnesses and CHATO-PPE provides helpful and feasible tips to implement during these times while also serving as a reminder of communication best-practices that can be used regardless of facemask use.

Development of Electronic Teaching Modules Using Flip Books in Internet of Things (IoT) Subjects at SMK Negeri 6 Kupang

“Development of Electronic Teaching Modules on Internet Of Things (Iot) Subjects at Smkn 6 Kupang”. Informatics Education Study Program, Faculty of Teacher Training and Education, Citra Bangsa University Kupang. Advisor 1: Khatrin J. Taku Neno, S.Pd.Kom., M.Pd, Advisor 2: Yonly A. Benufinit S.Kom., MT.This thesis discusses the development of electornik teaching modules using the flipbook application. The purpose of this research is to produce a web-based electornik teaching module to facilitate students in independent and guided learning equipped with instructions for self-study, so that students can learn according to their abilities and can fulfill all the competencies that students must master in internet of thinks subjects. the type of research used in this research is R&D with Quantitative data analysis techniques using ADDIE mode. To measure the success of this electornik teaching module obtained by distributing questionnaires to media experts, material experts and to the main subjects in this study, namely students, as for the final results of this study which show the success of this research is the first media expert the value obtained from the assessment of the first media expert is 91%, the second media expert the value of money obtained is 97% while for the main subject, namely students, the results of the validation of the product feasibility questionnaire from students with an average value of 90.76% This indicates that the teaching module developed has met the expected quality standards from various aspects.

Pilot Study Focused on Knowledge, Attitudes, and Health Access Behaviors of Psychiatric-Mental Health Nurses Regarding Suicide Prevention.

OBJECTIVE: The purpose of this pilot study was to evaluate the effect of a web-based education module on the knowledge, attitudes, and ratings of willingness to access help related to suicide prevention in psychiatric-mental health nurses. METHODS: A quasi-experimental pretest-posttest design was employed. Registered nurses from two academic health center units and a 239-bed Psychiatric Hospital were invited to participate. Scores on knowledge of suicide risk and prevention, attitudes, subjective norms, perceived behavioral control, and intent to seek help upon experiencing suicidal ideations were obtained before and after administering a 25-min web-based training. RESULTS: Twenty-nine participants completed the pre-survey, web-based education module, and post-survey. Significant increases from baseline in the scores on knowledge, attitudes, subjective norms, and intentions related to help-seeking behaviors for nurse suicide prevention were noted. Perceived behavioral control median scores increased but were not statistically significant. More than 40% of the participants reported having experienced suicidal thoughts. CONCLUSIONS: Further study is needed to determine contributors to this higher rate. Understanding the effectiveness of strategies to reduce nurse suicide can provide insights into building better nurse suicide prevention programs.

A Web-Based Educational Module Using Clinical Neuroscience to Deliver the Diagnosis of Functional Neurological Disorder.

Neuroscience-based patient education has become an evidence-based strategy for enhancing chronic pain treatment. Advances in understanding the neuroscience of functional neurological disorder (FND) may allow similar approaches to be developed and disseminated to clinicians, given the public health need for greater provider awareness and expertise around the condition. Accordingly, the authors developed an online video module for clinicians that delivers neuroscience-based psychoeducation for FND and assessed whether the intervention would be associated with changes in clinicians' perception of FND patients and knowledge about the condition. The online intervention consisted of a 20-minute video module, including an 8-minute scripted role-play that modeled neuroscience-informed diagnosis delivery. Pre- and postintervention questionnaires were embedded into the online module and included a self-assessment of FND-related perceptions and knowledge and a multiple-choice assessment of retention of the neuroscience-based content. Wilcoxon signed-rank tests and McNemar's tests were used for statistical analyses. Of the 103 individuals who submitted surveys, 40 participants provided a complete data set from before and after the intervention. Following the intervention, self-assessment items showed respondents had significantly greater comfort with diagnosis delivery and treatment options and decreased negative perception of FND patients. The percentage of correct responses on a multiple-choice assessment regarding the functional neuroanatomy of FND was significantly increased. In summary, the online neuroscience-based educational intervention was effective for increasing clinician knowledge about FND and comfort with diagnosis delivery and treatment options. Implementing web-based formats may be a viable and cost-effective approach to disseminating knowledge and basic clinical skills in the care of patients with FND.

A Novel Provider Education Module to Enhance Detection of Alpha-1 Antitrypsin Deficiency.

Alpha-1 antitrypsin deficiency (AATD) is the most common genetic risk factor for early-onset emphysema. However, AATD continues to be underrecognized and underdiagnosed. Provider awareness about AATD, concerns with testing costs, and limited understanding about therapeutic options contribute to its underdiagnosis. We hypothesized that provider education would improve awareness of AATD and improve screening. To evaluate the impact of a targeted provider education module on AATD screening. We developed a web-based education module to address barriers to screening for AATD, deployed the education module using the Medscape Education platform, assessed perceived healthcare provider confidence in AATD screening, and conducted a prospective pre and postintervention study of AATD testing practices at a high-volume academic outpatient subspecialty pulmonary clinic. A total of 11,385 healthcare providers, including eight pulmonologists at our institution, completed the web-based education module. Confidence in identifying patients at high risk for AATD improved after completing the module ("not confident" in AATD screening was 7.7% postintervention compared with 19.4% preintervention). The rate of screening patients at high risk for AATD improved more than twofold (AATD screening rate 9.7% preintervention vs. 20.4% postintervention; P = 0.004). Among patients screened for AATD in our cohort, 27.2% had a genotype/phenotype or low alpha-1 antitrypsin concentration consistent with AATD. Targeted healthcare provider education can improve the confidence in testing for AATD. Improvements in provider confidence corresponded to improvements in AATD screening in a subspecialty pulmonary clinic. More than one-fourth of screening tests suggested AATD, underpinning the value of testing in high-risk individuals.

Development of Web-Based Education Modules to Improve Carer Engagement in Cancer Care: Design and User Experience Evaluation of the e-Triadic Oncology (eTRIO) Modules for Clinicians, Patients, and Carers.

Carers often assume key roles in cancer care. However, many carers report feeling disempowered and ill-equipped to support patients. Our group published evidence-based guidelines (the Triadic Oncology [TRIO] Guidelines) to improve oncology clinician engagement with carers and the management of challenging situations involving carers. To facilitate implementation of the TRIO Guidelines in clinical practice, we aimed to develop, iteratively refine, and conduct user testing of a suite of evidence-based and interactive web-based education modules for oncology clinicians (e-Triadic Oncology [eTRIO]), patients with cancer, and carers (eTRIO for Patients and Carers [eTRIO-pc]). These were designed to improve carer involvement, communication, and shared decision-making in the cancer management setting. The eTRIO education modules were based on extensive research, including systematic reviews, qualitative interviews, and consultation analyses. Guided by the person-based approach, module content and design were reviewed by an expert advisory group comprising academic and clinical experts (n=13) and consumers (n=5); content and design were continuously and iteratively refined. User experience testing (including "think-aloud" interviews and administration of the System Usability Scale [SUS]) of the modules was completed by additional clinicians (n=5), patients (n=3), and carers (n=3). The final clinician module comprises 14 sections, requires approximately 1.5 to 2 hours to complete, and covers topics such as carer-inclusive communication and practices; supporting carer needs; and managing carer dominance, anger, and conflicting patient-carer wishes. The usability of the module was rated by 5 clinicians, with a mean SUS score of 75 (SD 5.3), which is interpreted as good. Clinicians often desired information in a concise format, divided into small "snackable" sections that could be easily recommenced if they were interrupted. The carer module features 11 sections; requires approximately 1.5 hours to complete; and includes topics such as the importance of carers, carer roles during consultations, and advocating for the patient. The patient module is an adaptation of the relevant carer module sections, comprising 7 sections and requiring 1 hour to complete. The average SUS score as rated by 6 patients and carers was 78 (SD 16.2), which is interpreted as good. Interactive activities, clinical vignette videos, and reflective learning exercises are incorporated into all modules. Patient and carer consumer advisers advocated for empathetic content and tone throughout their modules, with an easy-to-read and navigable module interface. The eTRIO suite of modules were rigorously developed using a person-based design methodology to meet the unique information needs and learning requirements of clinicians, patients, and carers, with the goal of improving effective and supportive carer involvement in cancer consultations and cancer care.

An Educational Initiative for Family Nurse Practitioners to Detect Melanoma Skin Cancer

Background Skin cancer is the most common type of cancer in the United States. Melanoma skin cancer is the deadliest form of skin cancer. In the United States, the rates of melanoma skin cancer continue to rise more than any other type of cancer. Local Problem Nurse practitioners play an important role in early detection of skin cancer; however, minimal time is spent on dermatology training in current nurse practitioner programs to sufficiently prepare nurse practitioners to identify melanoma skin cancer. Early detection of melanoma skin cancer leads to decreased mortality. Methodology There were approximately 75 family nurse practitioners eligible to participate. The potential participants were asked to complete the online demographic survey and a pretest questionnaire. After intervention, the participants were asked to complete a posttest questionnaire. Intervention A web-based educational tool regarding identification of melanoma skin cancer was developed. The family nurse practitioners viewed the web-based educational module regarding melanoma skin cancer. Results A comparison of pretest and posttest means from the questionnaire was analyzed using a t test. Thirty-three family nurse practitioners showed statistically significant improvements in knowledge after the educational intervention. In addition, confidence increased in their ability to detect melanoma skin cancer. Conclusions This project has shown that a web-based educational module can improve family nurse practitioners' ability and confidence to detect melanoma skin cancer. This educational module was statistically effective and provides an educational framework that can be adopted by other healthcare organizations to improve nurse practitioner knowledge surrounding melanoma detection.

A sequential, multiple assignment randomized trial comparing web-based education to mobile video interpreter access for improving provider interpreter use in primary care clinics: the mVOCAL hybrid type 3 study protocol

BackgroundIndividuals who use a language other than English for medical care are at risk for disparities related to healthcare safety, patient-centered care, and quality. Professional interpreter use decreases these disparities but remains underutilized, despite widespread access and legal mandates. In this study, we compare two discrete implementation strategies for improving interpreter use: (1) enhanced education targeting intrapersonal barriers to use delivered in a scalable format (interactive web-based educational modules) and (2) a strategy targeting system barriers to use in which mobile video interpreting is enabled on providers’ own mobile devices.MethodsWe will conduct a type 3 hybrid implementation-effectiveness study in 3–5 primary care organizations, using a sequential multiple assignment randomized trial (SMART) design. Our primary implementation outcome is interpreter use, calculated by matching clinic visits to interpreter invoices. Our secondary effectiveness outcome is patient comprehension, determined by comparing patient-reported to provider-documented visit diagnosis. Enrolled providers (n = 55) will be randomized to mobile video interpreting or educational modules, plus standard interpreter access. After 9 months, providers with high interpreter use will continue as assigned; those with lower use will be randomized to continue as before or add the alternative strategy. After another 9 months, both strategies will be available to enrolled providers for 9 more months. Providers will complete 2 surveys (beginning and end) and 3 in-depth interviews (beginning, middle, and end) to understand barriers to interpreter use, based on the Theoretical Domains Framework. Patients who use a language other than English will be surveyed (n = 648) and interviewed (n = 75) following visits with enrolled providers to understand their experiences with communication. Visits will be video recorded (n = 100) to assess fidelity to assigned strategies. We will explore strategy mechanism activation to refine causal pathway models using a quantitative plus qualitative approach. We will also determine the incremental cost-effectiveness of each implementation strategy from a healthcare organization perspective, using administrative and provider survey data.DiscussionDetermining how these two scalable strategies, alone and in sequence, perform for improving interpreter use, the mechanisms by which they do so, and at what cost, will provide critical insights for addressing a persistent cause of healthcare disparities.Trial registrationNCT05591586.

Effect of Participative Web-Based Educational Modules on HIV and Sexually Transmitted Infection Prevention Competency Among Medical Students: Single-Arm Interventional Study.

The number of new HIV diagnoses in the United States continues to slowly decline; yet, transgender women and men who have sex with men remain disproportionately affected. Key to improving the quality of prevention services are providers who are comfortable broaching the subjects of sexual health and HIV prevention with people across the spectrum of gender identities and sexual orientations. Preservice training is a critical point to establish HIV prevention and sexual health education practices before providers' practice habits are established. The study aimed to develop participative web-based educational modules and test their impact on HIV prevention knowledge and awareness in future providers. Sexual health providers at an academic hospital, research clinicians, community engagement professionals, and New York City community members were consulted to develop 7 web-based educational modules, which were then piloted among medical students. We assessed knowledge of HIV and sexually transmitted infection prevention and comfort assessing the prevention needs of various patients via web-based questionnaires administered before and after our educational intervention. We conducted exploratory factor analysis of the items in the questionnaire. Pre- and postmodule surveys were completed by 125 students and 89 students, respectively, from all 4 years of training. Before the intervention, the majority of students had heard of HIV pre-exposure prophylaxis (122/123, 99.2%) and postexposure prophylaxis (114/123, 92.7%). Before the training, 30.9% (38/123) of the students agreed that they could confidently identify a patient who is a candidate for pre-exposure prophylaxis or postexposure prophylaxis; this increased to 91% (81/89) after the intervention. Our findings highlight a need for increased HIV and sexually transmitted infection prevention training in medical school curricula to enable future providers to identify and care for diverse at-risk populations. Participative web-based modules offer an effective way to teach these concepts.

Evaluation of an Experimental Web-based Educational Module on Opioid-related Occupational Safety Among Police Officers: Protocol for a Randomized Pragmatic Trial to Minimize Barriers to Overdose Response.

BackgroundAs drug-related morbidity and mortality continue to surge, police officers are on the front lines of the North American overdose (OD) crisis. Drug law enforcement shapes health risks among people who use drugs (PWUD), while also impacting the occupational health and wellness of officers. Effective interventions to align law enforcement practices with public health and occupational safety goals remain underresearched.ObjectiveThe Opioids and Police Safety Study (OPS) aims to shift police practices relating to PWUD. It adapts and evaluates the relative effectiveness of a curriculum that bundles content on public health promotion with occupational risk reduction (ORR) to supplement a web-based OD response and naloxone training platform (GetNaloxoneNow.org, or GNN). This novel approach has the potential to improve public health and occupational safety practices, including using naloxone to reverse ODs, referring PWUD to treatment and other supportive services, and avoiding syringe confiscation.MethodsThis longitudinal study uses a randomized pragmatic trial design. A sample of 300 active-duty police officers from select counties in Pennsylvania, Vermont, and New Hampshire with high OD fatality rates will be randomized (n=150 each) to either the experimental arm (GNN + OPS) or the control arm (GNN + COVID-19 ORR). A pre- and posttraining survey will be administered to all 300 officers, after which they will be administered quarterly surveys for 12 months. A subsample of police officers will also be qualitatively followed in a simultaneous embedded mixed-methods approach. Research ethics approval was obtained from the New York University Institutional Review Board.ResultsResults will provide an understanding of the experiences, knowledge, and perceptions of this sample of law enforcement personnel. Generalized linear models will be used to analyze differences in key behavioral outcomes between the participants in each of the 2 study arms and across multiple time points (anticipated minimum effect size to be detected, d=0.50). Findings will be disseminated widely, and the training products will be available nationally once the study is completed.ConclusionsThe OPS is the first study to longitudinally assess the impact of a web-based opioid-related ORR intervention for law enforcement in the U.S. Our randomized pragmatic clinical trial aims to remove barriers to life-saving police engagement with PWUD/people who inject drugs by focusing both on the safety of law enforcement and evidence-based and best practices for working with persons at risk of an opioid OD. Our simultaneous embedded mixed-methods approach will provide empirical evaluation of the diffusion of the naloxone-based response among law enforcement.Trial RegistrationClinicalTrail.gov NCT05008523; https://clinicaltrials.gov/show/NCT05008523International Registered Report Identifier (IRRID)DERR1-10.2196/33451

Abstract PO-067: Developing provider education to address barriers and reduce disparities in lung cancer screening and smoking cessation treatment among underserved patients

Abstract Introduction: Lung cancer is a major public health problem in the US and disparities exist in lung cancer burden and lung cancer screening (LCS) utilization. African Americans (AA) have the highest lung cancer incidence and mortality compared to other racial and ethnic groups; however, LCS rates were lower among AAs compared to Whites under the 2013 United States Preventive Services Task Force (USPSTF) guidelines. While the expanded 2021 USPSTF criteria will significantly raise the number of AAs eligible for LCS, methods to increase rates of LCS among AA patients will still be needed. We describe the development of the first provider educational tool that focuses on barriers to reduce disparities in LCS. Methods: We completed qualitative interviews with primary care providers (N=9) and AA patients eligible for LCS (N=8; 4 screened, 4 unscreened) to assess barriers to LCS and tobacco cessation. Interviews were recorded and analyzed for common themes, which led to the development of the provider intervention. Results: Among patients, common barriers to LCS were a lack of information on the LCS procedure and associated costs, fear of the results, and transportation issues. Patient barriers to utilization of evidence-based cessation treatments included tobacco use stigma, cost of cessation aids, and inconsistent provider communication. Providers acknowledged time constraints during patient visits, lack of standardized training on documenting tobacco use, and the required LCS shared-decision making conversation as barriers to providing LCS referrals and cessation treatment. Both providers and patients noted that LCS rates may be increased by providing patient-facing information on the screening process and by facilitating provider referrals, which are essential for LCS. Based on these findings, we developed a self-directed 30-minute e-learning Health Disparities module that addresses: 1) disparities in the burden of lung cancer; 2) disparities in smoking patterns and utilization of evidence-based smoking cessation treatments; 3) patient barriers to LCS; and 4) resources for providers to address common LCS barriers (e.g., patient reminders to support scheduling the scan, offering transportation options). Experts in health disparities (N=6) and LCS (N=9) provided detailed critiques of the module content and presentation. Conclusions: We identified barriers to LCS and tobacco cessation from the perspectives of providers and AA patients. These findings informed the development of a brief web-based provider educational module to raise awareness about lung cancer and tobacco-related disparities and to provide resources to reduce barriers in diverse patient populations. We have begun a RCT to compare the Health Disparities module to an existing provider module on LCS to evaluate the impact on primary care providers' knowledge, attitudes, and LCS referrals of AA and White patients. These findings will provide preliminary evidence on provider education that can be easily disseminated to address health disparities in LCS and smoking cessation treatments. Citation Format: Laney Smith, Daisy Dunlap, Randi Williams, Andrea Shepherd, Allison Windels, Maria Geronimo, Vicky Parikh, Chavalia J. Breece, Namita Puran, Eric Anderson, Lucile Adams-Campbell, Kathryn Taylor. Developing provider education to address barriers and reduce disparities in lung cancer screening and smoking cessation treatment among underserved patients [abstract]. In: Proceedings of the AACR Virtual Conference: 14th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2021 Oct 6-8. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr PO-067.

A Web-Based Educational Intervention to Increase Perinatal Nurse and Pre-Licensure Student Knowledge and Self-Efficacy in Providing Postpartum Depression Care.

Perinatal nurses and pre-licensure nursing students may lack knowledge of postpartum depression and appropriate interventions. Nurses and students may also have decreased self-efficacy in assessing for postpartum depression and providing education on this potential complication to new mothers. This project examined the use of a web-based educational module to increase perinatal nurses' and pre-licensure nursing students' knowledge of postpartum depression and postpartum depression interventions. Participants' self-efficacy in assessing for postpartum depression and providing education was measured before and after viewing the module. Results of this study indicate a web-based module can be effective for increasing perinatal nurses' and pre-licensure nursing students' knowledge of postpartum depression interventions and self-efficacy in providing this vital care to new mothers.

Teaching Ultrasound at the Point of Care in Times of Social Distancing.

Point-of-care ultrasound has become an integral aspect of critical care training. The Bedside Assessment by Sonography In Critical Care Medicine Curriculum was established at the University of Toronto to train critical care trainees in basic echocardiography and general critical care ultrasound. During the coronavirus disease (COVID-19) pandemic, our program needed to adapt quickly to ensure staff safety and adherence to infection-control protocols. In this article, we share our experience and reflect on the challenges and benefits of shifting from a primarily in-person teaching model to a hybrid model of remote and in-person teaching. Curricular changes were threefold: the transition to entirely web-based interactive didactic teaching and online imaging interpretation modules, the recruitment of sonographers at multiple academic sites as instructors to facilitate in-person practices with lower instructor to trainee ratio, and the use of a mobile application for informal group case-based discussions. Challenges included lost opportunities for scanning healthy volunteers, variability in attendance at online lectures, and a lower number of study submissions for review. However, curricular changes enabled maintenance of directly observed practice, high levels of engagement with recorded content, and an expansion of our reach to a global audience. We believe that future curricula should combine high-quality online curriculum and resources with the ongoing in-person delivery of key elements of curriculum to allow for direct observation and feedback as well as the maintenance of self-directed point-of-care ultrasound portfolios.

Project Inclusive Genetics: Exploring the impact of patient-centered counseling training on physical disability bias in the prenatal setting.

PurposeThere is robust research examining the negative impact of racial and socioeconomic implicit bias on healthcare provider clinical decision-making. However, other under-studied important biases are likely to impact clinical care as well. The goal of this study was to explore the presence of bias against people with physical disability among a heterogeneous group of healthcare workers and trainees and to evaluate the effect of implicit association testing and an educational module on this bias.MethodThe study was composed of a one-hour web-based survey and educational module. The survey included an explicit disability bias assessment, disability Implicit Association Tests (IATs), demographic collection, and pre- and post- module clinical vignettes of prenatal patient scenarios. In addition to providing counseling to hypothetical patients, participants also indicated their personal preferences on genetic testing and termination. The educational module focused on the principles of patient-centered counseling.ResultsThe collected data reflects responses from 335 participants. Within this sample, there were both explicit and implicit biases towards individuals with physical disabilities. Prior to the IAT and educational module, when respondents were tasked with providing genetic testing recommendations, implicit biases and personal preferences for genetic testing and termination influenced respondents’ clinical recommendations. Importantly, having previous professional experience with individuals with disabilities diminished biased clinical recommendations prior to the intervention. In response to the IAT and educational intervention, the effect of implicit bias and personal preferences on clinical recommendations decreased.ConclusionsThis study demonstrates how bias against a marginalized group exists within the medical community and that personal opinions can impact clinical counseling. Importantly, our findings suggest that there are strategies that can be easily implemented into curricula to address disability bias, including formal educational interventions and the addition of professional experiences into healthcare professional training programs.

The Journey of Web-Based Education for Caregivers of Persons With Dementia: It Didn't Happen Overnight.

Family caregivers provide long-term, complex care in home settings where most persons with dementia (PWD) live. These men/women caregivers differ in responses and approaches to caring problems. Following our review of the research literature and needs assessment from caregivers of PWD (group 1), a comparison revealed key caregiver gender differences in caring problems and approaches. We developed and implemented a Web-based Educational Modules (WBEMs) project focused on gender-based differences to offer unique support for men/women caregivers who face these problems. Other caregiver evaluators (group 2) agreed the WBEMs were well designed with clear, credible, informative content. Evaluators' suggestions for larger font size and navigation directions were incorporated in module improvements. Six modules were eventually placed on an established university-sponsored caregivers' website. WBEMs have potential to reestablish well-being for caregivers of PWD. Home healthcare nurses and other healthcare providers can use, adapt, or create additional modules to meet the needs of and support for caregivers and patients living in community settings.

Medical student education in the time of COVID-19: A virtual solution to the introductory radiology elective

Rationale and objectivesDuring the COVID-19 pandemic, medical educators and students are facing unprecedented challenges while navigating the new virtual landscape that social-distancing policies mandate. In response to these challenges, a new virtual introduction to radiology elective was established with unique online resources and curriculum.Materials and methodsA previously in-person 2-week introductory radiology elective was converted into a completely virtual experience using an internally developed, open-source, peer-reviewed, web-based teaching modules combined with virtual lectures, interdisciplinary conferences, and readout sessions of de-identified cases loaded to a DICOM viewer. Students from the first four months of course enrollment completed a multiple choice pre- and post-course knowledge assessments and a 5-point Likert Scale survey as part of their educational experience.ResultsIn total, 26 4th-year medical students participated over 4 separate 2-week sessions from July to October of 2020. This included 12 students from the home intuition and 14 visiting students. On average, students scored 62.2% on the 55-question pre-test and 89.0% on the same test upon completion of the course, a statistically significant increase (p < 0.001). All 26 students felt engaged throughout the course. All 26 agreed (23 “strongly agreed”) that they were more comfortable looking at imaging studies following the course. All 26 also agreed (21 “strongly agreed”) that the course helped them prepare for their future clinical rotations and careers.ConclusionInitial pilot program using unique web-based resources and student encounters during a two-week virtual introductory radiology elective proved to be a positive educational experience for the first 26 students enrolled.

Improving the Quality of Nursing Care for Late Preterm Infants.

Late preterm infants in the Maternal Child Services Department at a Midwestern medical center were cared for in 3 separate nursing units. Standardization of care was a performance goal for the Department. A quality improvement process was implemented that included planning, teaching, performance application, and evaluation of evidence-based practice guidelines for care of the late preterm infant. A web-based teaching module was developed to introduce nursing care guidelines for late preterm infants to the nursing staff. Analysis of the pre-and posttest scores embedded in the educational video showed a statistically significant increase in the nurses' knowledge about potential complications of infants born between 34 and 36 weeks' gestation. Quality improvement process increases nurses' knowledge about care of the late preterm infant and can lead to standardization of care. Ongoing quality improvement monitoring is needed for sustainability.

A web-based health education module and its impact on the preventive practices of health-care workers duringthe COVID-19 pandemic.

Proper training on the preventive measures against COVID-19 among health-care workers is crucial for mitigating the spread of viral infection. The present study evaluated the efficacy of a brief web-based module on the practice of hand hygiene and respiratory etiquette among respective health-care workers. A comparative study was conducted with a total of 500 participants. A self-reported questionnaire was used for both pre- and post-intervention evaluation. The post-intervention assessment was conducted 1–2 weeks following the intervention. The difference in the practice of hand hygiene and respiratory etiquettes during work hours was recorded. We found that the intervention resulted in an evident difference in the use of alcohol-based hand sanitizer by the participating doctors before examining the patient. Interns showed a much higher propensity to wash their hands for at least 20 s, relative to other health-care workers. The difference between pre- and post-intervention handwashing for >5 times/day was 6.5% in females and 4.5% in males. In short, the study was able to demonstrate that a web-based health education module is an effective tool for the education and promotion of preventative measures in hospital setups, which may ultimately aid in halting the spread of COVID-19 among health-care workers.

Neonatal Resuscitation: A Blended Learning Curriculum for Medical and Physician Assistant Students.

IntroductionDemonstration of competence in neonatal resuscitation is critical for health care providers who provide newborn care because each year, approximately 400,000 (10%) newborns require resuscitation in delivery rooms across the United States. Therefore, neonatal resuscitation skills certification is provided to graduates entering specific specialties at the beginning of residency and renewed biennially through the American Academy of Pediatrics and the American Heart Association. However, there is no formal curriculum to prepare medical (MD) and physician assistant (PA) students prior to graduation.MethodsWe developed a neonatal resuscitation curriculum for MD and PA students using a blended learning approach. The curriculum included web-based interactive teaching modules, a demonstration video of a mock neonatal resuscitation, and a neonatal resuscitation simulation. Final-year MD and PA students were evaluated using pre-/posttest, a neonatal resuscitation checklist, and an optional survey on interprofessional communication skills, roles, and responsibility.ResultsEighteen health professions learners completed the neonatal resuscitation curriculum. A paired-samples t test was conducted to compare pretest and posttest scores. There was a significant difference in pretest (M = 61.4, SD = 15.3) and posttest (M = 78.6, SD = 8.0) scores, t(17) = −4.7, p < .001. The mean score on the checklist was 79%. Learners strongly agreed/agreed that the simulation improved skills performance (100%), communication skills (92%), and understanding of roles and responsibilities (83%) during a neonatal resuscitation.DiscussionThere were improvements in knowledge, procedural, and interprofessional skills in learners who received the neonatal resuscitation curriculum.